3 Families

OBJECTIVES
Make yourself aware of any students with difficult family situations. Ensure you choose appropriate
questions to ask them and encourage the class to use imaginary families if they prefer. This will help to
avoid making those students feel uncomfortable.
Reading

• Reading accuracy – Can recognize some familiar words related to themselves and their family
(e.g., “girl,” “brother”).
• Reading comprehension – Can recognize key words and basic phrases in short, simple cartoon stories.

Listening

• Listening comprehension – Can recognize familiar words and phrases in short, simple songs or chants.
• Listening comprehension – Can understand simple language related to naming and describing family
members.

Speaking

• Spoken production – Can name everyday objects, animals, or people around them or in pictures using
single words.
• Spoken acts – Can introduce people using basic language.
• Spoken process and strategies – Can sing a simple song, if supported by pictures.

Writing

• Writing accuracy and appropriacy – Can label simple pictures related to familiar topics by copying
single words.

KEY LANGUAGE
Key vocabulary Phonics STEAM Grammar

aunt grandma The sounds /g/ and /k/ circle This is my dad.
babya grandpa go jigsaw This is your cousin.
brother mom goat square This is her aunt.
cousin sister goose triangle This is his grandma.
dad uncle grandma Who’s this?
key This is her sister.
kite This is my friend Sebastian.
Hello, Sebastian. Nice to meet you.

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 PROJECT: MAKE A FAMILY PLAY HOUSE DECORATION
Students will think about and discuss their family. They will decide who in their family to include and choose
shapes and colors for their decoration. They will make their family decoration and then ask and answer with
their partner about the pictures of their family.
Materials: coloring pencils, different colored card, scissors, glue, string, a stick or rolled-up card

EXPERIMENT LAB: SHAPES

Students will learn about shapes and how to identify them. They will experiment by making a jigsaw using
different shapes.
Materials: coloring pencils, card, scissors

Pearson English Portal digital resources

Go to the Pearson English Portal and click on “Resources,” then “Unit 3” for more teaching resources,
including videos and games.

CODING: IF/ELSE CONDITIONALS AND ALGORITHMS/SEQUENCING

• Students will be able to understand and perform simple if or else conditional actions and reactions.
• Students will create a simple series of steps to achieve a task or outcome.

MATH
Students will learn how to count from 1–10.

VALUES AND SOCIAL-EMOTIONAL LEARNING: MAKE NEW FRIENDS

Students will learn how to make new friends and introduce themselves to each other.

CREATIVE ACTIVITIES
Make your own picture dictionary.
This feature occurs in each Vocabulary lesson and
encourages students to process new vocabulary
through drawing and writing.

Draw someone in your family. Circle and

complete. Describe them to your partner.
Students draw a family member or close family
friend. They label their picture and tell a partner baby grandma
what they’ve drawn using core language.

Act out the story in groups.

This feature occurs in each Story lab lesson and will help students revisit and produce core language
learned so far in the unit, as well as collaborate with other students in a fun context.

Make the letters k and g with clay.

Students create the letters k and g using clay to help them process the written form and sounds of
the letters.

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 How can I make a family decoration?
OPENER

3 Families
How can I make a family decoration?
2 Stick the family on the picture.

My family 3 039
Listen and point. Then
sing along and dance.
SO N G
TIME
Big and small families!
My family How many people are there?
Look at my picture. Can you see?
There’s mom, there’s dad, baby, and me!
Four people in my family!
There’s mom, dad, and baby, and me,
Say hello to my big family.
How many people are there?
Look at my picture. Can you see?
My family is small – it’s dad and me!
Two people in my family!
BIG
!
1
There’s dad and me, dad and me,
Look at the photo. What can you see? Say hello to my small family.
small

42 forty-two forty-three 43

Lesson flow

Warm up Critical Lesson Presentation Practice Song Objective

thinking objective review

• Show a picture of your family and say My family

LESSON OBJECTIVE
is big/small. Then go around the class and ask
I will learn about families. students to tell you about the size of their family.

CRITICAL THINKING
KEY LANGUAGE
• Ask students How can I make a family
baby mom decoration? Explain that they will make a
dad family decoration as their final project. Then
ask them in L1 what they need to be able to
Warm up complete the project. Write ideas on the board
• Show students some pictures of different-sized (pictures of their family, colorful card, a plan).
families. Ensure there is a mix of families with one
or two parents, with sisters and/or brothers, with
an only child, and with or without grandparents.
For each picture, ask Big family or small family?
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 • Involve Next, ask students to think about what
they will learn so that they can complete the
project in English (vocabulary for families, how to
introduce their families, etc.). Ask them to discuss
ideas with their partner.
• Assist Go around the class and ask each student
to share one idea. Write the ideas on the board.
Encourage students to use English, but also accept
ideas in L1.
• Extra Have students draw and color or paint
pictures of their families or someone in their
family. Make a book from the pictures for children
to look at in their free time.
Lesson objective
• Introduce the lesson objective. Say Today I will
learn about families.
• Involve Students will learn to sing a song with
actions about big and small families. The rhythm,
music, and actions will help both memory and
recall of the new language.
COMMUNICATION
Presentation
1 Look at the photo. What can you see?
• Ask students to look at the photo and share
their ideas. Encourage them to use words they
know, like colors, numbers, and classroom
objects.
• Differentiation Point at the picture of the big
family and ask How many are there? (There
are four.). Then repeat for the small family. Ask
students to ask and answer with their partner
and then repeat with other items, for example,
the students, the letters on the wall, the
books, etc.
CRITICAL THINKING
Practice
2 Stick the family on the picture.
(Answers: Students stick the baby in the
pushchair, the mom on the beach, and the dad
in the rain.)
• Ask students to look at the picture and guess
where the stickers can go. Write ideas on the
board. Ask students questions in L1 to ensure
understanding, and encourage discussion
around the reasons for students’ guesses.
• Ask students to add their stickers to the picture.
• Assist Look back at the ideas on the board
and discuss any similarities or differences with
students in L1.
M03 English Code TB1 AmE_23169.indd 89
• Introduce the new vocabulary (baby, dad,
mom) and encourage students to say the words
out loud.
• Challenge Show students the family flashcards
and ask them in L1 if they can see them in the
picture to elicit yes/no in English. Next, show
individual students the family flashcards and
ask them in L1 if they have the family member
and, if so, ask How many are there? (one/two)
in English.
Song
3 039 Listen and point. Then sing along and
dance.
• Play audio 039. Have students listen and read
along with the song quietly.
• Play the audio again. Have students sing along
and show them the actions. You may need to
repeat the song with actions a few times for
students to remember.
• Actions are: How many people are there? (arms
held up in the air in a questioning pose) Look at
my picture. Can you see? (right arm moves to
the side with hand open) There’s mom, there’s
dad, (hug oneself with both arms) baby, and me!
(arms in a cradle shape rocking) Four people in my
family! (hold up four fingers) There’s mom, dad,
(hug oneself with both arms) baby, and me, (arms
in a cradle shape rocking) Say hello (right hand
waving) to my big family. (hands held parallel
wide apart).
• Extra Divide the class into two groups to sing the
song. One group sings the first verse, everybody
sings the chorus, then the other group sings the
second verse, and everybody sings the chorus.
Then the groups swap. You could use the dance
move cards to help guide students.
Objective review
• Revisit the lesson objective. Say Now I know about
families.
• Involve Encourage awareness of what students
know by eliciting the new vocabulary words and
their actions.
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 Welcome to my family
VOCABULARY

Welcome to my family I will learn 5 Look and match. Then count and write.
VOCABULARY
family wo
rds. MATH
ZONE
a b c d
1 040
Listen, point, and repeat.

5 grandma 6 grandpa 7 aunt

8 uncle

4 dad 3 mom
brothers grandmas dad sisters

1 brother
10 baby
9 cousin 6 Match the family. Then circle.
2 sister

2 041
Look at 1. Listen and say.

3
1 grandpa / 2 brother /
Say who’s in your family. aunt grandma

4 042
Listen and number.

3 brother / 4 dad / sister

mom

7 Make your own picture

dictionary. Draw family words.

baby grandma

44 forty-four forty-five 45

Lesson flow

Warm up Lesson Presentation Practice Practice Practice Math Practice Picture Objective
objective Practice dictionary review

• Show a picture of your own family and point at

LESSON OBJECTIVE
your mom/dad/baby and say My mom/dad/baby.
I will learn family words. Then go around the class showing the pictures
of different-sized families, and have students
KEY LANGUAGE say mom/dad/baby as you point at the different
people.
aunt dad mom
• Extra If you have time, ask students to bring
baby grandma sister pictures of their families to show in class. They can
brother grandpa uncle show the pictures and say My mom/dad/baby.
cousin • Assist Show students the same pictures of
different-sized families and ask them if they know
Warm up or can guess the words for other members of the
• Show students the same pictures of different-sized family. In many languages, the words for mom
families from the previous lesson. Point at the and dad are similar. Ask students if they think the
baby, dad, and mom and elicit the words. words are similar in their language.
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 Lesson objective
• Introduce the lesson objective. Say Today I will
learn family words.
• Involve Students will learn 10 new family words
that relate to their everyday lives. They will
practice making sentences about them.
Presentation
1 040 Listen, point, and repeat.
• Point at each of the family members in the photos
and elicit the words from students (dad, mom, etc.).
• Play audio 040. Students listen, point at the family
members, and repeat the words.
COMMUNICATION
Practice
2 041 Look at 1. Listen and say.
(Answers: 6 grandpa, 3 mom, 1 brother,
9 cousin, 4 dad, 2 sister, 5 grandma, 10 baby,
8 uncle, 7 aunt)
• Ask students to look at the numbers next to the
family members in Activity 1.
• Play audio 041. Students listen and say a family
member for each number they hear.
• Extra Ask students to work with a partner.
Student A points at a family member in
Activity 1 and Student B has to say the word.
COMMUNICATION
Practice
3 Say who’s in your family.
• Students work with a partner and say the words
for their family members. If they have a picture,
they can show it to their partner and point at
each family member as they say the word.
• Monitor Provide support if needed. For any
children in difficult family situations, let them
know they can make up a fictional family to
avoid making them feel uncomfortable.
Practice
4 042 Listen and number.
(Answers: 2, 1, 3)
• Tell students to listen and number the family
members in the order they hear them. Play
audio 042.
• Monitor Check answers with the class. Play the
audio again if needed.
• Challenge Use flashcards or pictures of the family
members and slowly reveal part of the picture.
Students guess as quickly as possible who the
family members are.
M03 English Code TB1 AmE_23169.indd 91
Practice
MATH ZONE
5 Look and match. Then count and write.
(Answers: a 3 sisters, b 4 brothers, c 1 dad,
d 2 grandmas)
• Students will learn how to count from 1–10.
• Review counting from numbers 1–10. Ask
students to stand in a circle and say Count with
me. Count the students from 1–10 and then
count back down from 10–1. Once students are
confident counting, ask them to only say their
number and count around the circle again.
• Ask students to say who the family members
are. Then have them draw a line between the
pictures and the words.
• Next, ask them to count the family members in
each picture and write the number in the box.
CRITICAL THINKING
Practice
6 Match the family. Then circle.
(Answers: 1 grandpa, 2 brother, 3 mom, 4 sister)
• Ask students to look at the small pictures of
family members and guess where they are in
the big picture. Ask students questions in L1 to
ensure understanding.
• Then have them draw a line from the small
pictures to the family member in the big
picture. Tell students to use a different colored
pencil for each matching line.
• Next, ask students to look at the small pictures
and circle the correct words underneath.
CREATIVITY
Picture dictionary
7 Make your own picture dictionary.
Draw family words.
• Ask students to add to the picture dictionary they
started in Unit 1 – see page 35 for reference.
• Show students the examples in the book, then
write the 10 new family words on the board.
Encourage students to use their imagination to
draw the new words in their notebooks.
• Encourage students to copy the words neatly
under the pictures they draw.
• Differentiation See Unit 1, page 35 for ideas.
Objective review
• Revisit the lesson objective. Say Now I can use
family words.
• Involve Encourage awareness of what students
can do by eliciting the new vocabulary words and
having students point at pictures of them.
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 Language lab 1
GRAMMAR 1: THIS IS MY / YOUR / HIS / HER

Language lab 1 I will intro

du
family, usin ce my
4 Describe the pictures using This is. Spot the differences.
GRAMMAR 1: THIS IS MY / YOUR / HIS / HER g This is.
This is her dad.
1 This is his 2
Mark’s family Yasmin’s Family
1
grandma.
Watch. Check
043

the family words. This is my dad.

This is your cousin.
baby brother dad This is her aunt.
grandma sister This is his grandma.

2 044
Listen and circle.
1 This is his / your aunt. 2 This is your / my baby. Mark’s family Yasmin’s Family
3 This is her / my sister. 4 This is his / my mom.

1 2 3 4

3 Read and complete. 5 Read and write Y for Yasmin

or M for Mark.
her his my
1 This is her sister.
1 2 This is 3
brother.
2 This is his dad.

3 This is her grandpa.

4 This is his grandma.

6 Draw someone in your

family. Circle and complete. This is my / your .
This is baby. This is sister.
Describe them to your partner.

46 forty-six forty-seven 47

Lesson flow

Warm up Lesson Video Presentation Practice Practice Production Production Production Objective
objective review

• Differentiation Encourage less confident students

LESSON OBJECTIVE
to reply using single words and more confident
I will introduce my family using This is. students to reply using This is my/your (mom).

KEY LANGUAGE Lesson objective

This is my dad.
This is your cousin.
Warm up
• Put the flashcards for the family members on the
board. Ask students to say the words as you point
at each picture and elicit the 10 family members.
• Introduce the lesson objective. Say Today I will
This is her aunt.
introduce my family using This is.
This is his grandma.
• Involve Students will learn how to introduce their
family using This is and the prepositions my, your,
her, and his. They will practice using the new
language in different contexts.

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 Video
1 043 Watch. Check the family words.
(Answers: brother, dad, sister)
• Play the video Unit 3: This is my family or audio 043.
Ask students to sit and watch or listen quietly.
• Show students the family words. Tell students to
check the family words when they see them in the
video or hear them in the audio. Play the video or
audio again.
• Assist Pause the video when you see the first
family member and elicit dad. Pause the video
again when you see the other family members and
have students say the words and check the boxes.
Presentation
• Show students the grammar box and read the
examples. Ask students to repeat.
• Assist Ask students who my is and gesture toward
yourself. Then ask who your is and gesture toward
them. Remind them of the question and answer
What’s your name? My name is (Alexander).
• Show students your marker and elicit my, then
gesture toward a Student’s Book and elicit
your. Repeat this with different items to ensure
understanding.
• Assist Ask students who her is and gesture toward
a girl student. Then ask them who his is and
gesture toward a boy student. Repeat this with
two more students.
• Gesture toward a student’s pencil and elicit his/
her. Repeat this with different items to ensure
understanding.
Practice
2 044 Listen and circle.
(Answers: 1 your, 2 my, 3 her, 4 his)
• Show students picture 1 and elicit the family
members (sister, brother/baby, mom/aunt). Then
show them how the girl is pointing at the woman
and looking at the boy, and elicit This is his aunt.
• Assist Read each of the sentences with students
and ask them who the family members in the
pictures are.
• Tell students to listen and circle the correct words.
Play audio 044.
• Monitor Check answers with the class. Play the
audio again if needed.
Practice
3 Read and complete.
(Answers: 1 my, 2 his, 3 her)
• Show students picture 1 and elicit the family
members (mom/aunt, baby). Then show them how
the woman is holding the baby and elicit This is
my baby.
M03 English Code TB1 AmE_23169.indd 93
• Assist Ask students who the family members in
the pictures are and read each of the sentences,
making a sound for the missing word.
• Tell students to complete the sentences with the
words in the box.
COMMUNICATION
Production
4 Describe the pictures using This is. Spot the
differences.
(Answers: 1 baby and sister are missing,
2 grandpa and mom are missing)
• Explain to students that Mark is a boy and
Yasmin is a girl. Then ask them which person in
the top pictures they think they are. Students
then look at the top pictures and describe them
with their partner using This is his grandma./
This is her dad.
• Next, students compare the top and bottom
pictures and find the differences. They work
with their partner and say the words out loud
(baby/sister).
Production
5 Read and write Y for Yasmin or M for Mark.
(Answers: 1 Y, 2 M, 3 Y, 4 M)
• Have students read the first sentence out loud and
ask His or her? (her). Then ask students Boy or girl?
(girl), then Yasmin or Mark? (Yasmin).
• Have students complete the activity by writing Y or
M in the boxes.
CREATIVITY COMMUNICATION
Production
6 Draw someone in your family. Circle and
complete. Describe them to your partner.
• Show students the drawing box and ask them
to draw someone in their family. Then they
circle the correct word and write the word for
their family member.
• Extra Have students draw other family
members in their notebooks and write the
sentence This is my (mom).
• Students take turns to describe their family
member to their partner. Remind them to use
words they know, like colors and numbers.
Objective review
• Revisit the lesson objective. Say Now I can
introduce my family using This is.
• Involve Encourage awareness of what students
can do by showing them pictures of different
families and eliciting full sentences (This is her
aunt. This is his grandma.).
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 Story lab
READING

Story lab I will read

about fam
a story
5
This is my cousin Sofia.
6
Look! It’s mom and dad.
READING ily. And this is her
teddy bear. Hello, everyone!

1
This is Lily and her brother Lee.
045
Listen and read the story. 2

My BIG family Come in!

1 Hi Lily and Lee! How?!

This is my
cousin,
Tomas. Hi! Your teddy bear is big!

7 Come to the party!

Nice to
meet you!

I know … let’s
4 This is my grandpa. have a party in the
backyard! The play house is small,
but the backyard is big!
3
This is my
aunt and
And this is my
cousin, Maria.
2 Count Sara’s family in the 3 Point to Sara’s family
uncle. story and write. Then count and say.
Lee’s family and write.
Sara’s family. This is her brother.
This is her mom.

Nice to meet you.

Please sit down.
4 Act out the story in groups.
Sara’s family Lee’s family
Thank you!
Hello!
48 forty-eight forty-nine 49

Lesson flow

Warm up Lesson Pre-reading Reading Comprehension Comprehension Act out Objective

objective review

LESSON OBJECTIVE Lesson objective

I will read a story about family. • Introduce the lesson objective. Say Today I will
read a story about family.
Warm up
• Involve Students will listen to and read a story
• Have students stand up, and remind them of the
about family. They will use the information from
actions for the song on page 43.
the pictures and words to understand the story.
• Play audio 039 and have students sing along and
do the actions. Pre-reading
• Monitor Ask more confident students to stand • Ask students to look at the pictures and make
at the front of class for others to copy. Watch predictions about what will happen in the story in
and listen to students and provide support if L1. Write some ideas on the board. Once you have
needed. Take notes on any general issues with read the story together, you can compare these
pronunciation and intonation. ideas and discuss any similarities or differences
with students in L1.
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 Reading
1 045 Listen and read the story.
• Play audio 045 and have students listen and
follow the story in their Student’s Books.
• Assist Have students look at all of the people
in the story and say who they are. Point at each
person and ask Who’s this? (Lily, Lee, Tomas –
a cousin, etc.).
• Monitor Ask students questions to check their
understanding. Point at Alexander and his cousin
in frame 1 and ask Who’s this? (This is his cousin,
Tomas.). Point at Sara and her aunt and uncle
in frame 3 and ask Who’s this? (This is her aunt
and uncle.). Point at Sara, Sofia, and the teddy
bear in frame 5 and ask Who’s this? (This is her
cousin, Sofia.) What’s this? (It’s a teddy bear.).
Point at the play house in frame 7 and ask Is it a
big or small play house? (It’s a small play house!).
Encourage students to use full sentences.
• Challenge Have students close their books. Hold
up the story cards one by one and ask students to
retell the story in their own words.
Comprehension
2 Count Sara’s family in the story and write. Then
count Lee’s family and write.
(Answers: Sara’s family: 10, Lee’s family: 4)
• Assist Ask students in L1 how we know when
people are in the same family, for example, they
look like each other, they call each other by family
names, etc. Write ideas on the board. Discuss any
similarities or differences.
• Have students look for Sara’s family members in
the story, count them, and write the number in the
box. Then have them do the same for Lee’s family
members.
COMMUNICATION
Comprehension
3 Point to Sara’s family and say.
• Point at Alexander in frame 1 and say Sara’s
family. Who’s this? (This is her brother.). Point at
Lily in frame 1 and ask Lee’s family. Who’s this?
(This is his sister.).
• Then have students work with a partner and
find all of the people in Sara’s family, point
at them, and say a sentence for each one, for
example, Sara’s family. This is her brother. This
is her mom. Then have them do the same for
Lee’s family.
M03 English Code TB1 AmE_23169.indd 95
• Monitor Listen to students and provide support
if needed. Take notes on any general issues
with pronunciation and intonation.
• Challenge Ask students to point at Maria’s
mom. There are not any clues in the text, so
students need to understand that the aunt is
Maria’s mom.
CREATIVITY COLLABORATION
This activity encourages Collaboration. For further
support download our Collaboration checklist.
Act out
4 Act out the story in groups.
• Put students in groups of ten and ask them
to decide who plays each character. Some
students will need to play more than one
character. Ensure students are happy to play
the character they have picked regardless of
gender differences.
• Assist Before students act out the story,
have them read it as a group. Then have
them read it again with each student reading
their character’s lines. This will help them to
remember their lines.
• Have each group of students practice
individually before bringing them together
to act out in front of the rest of class.
Encourage students to provide support and
encouragement for each other, and after each
group has acted out the story, have them clap
or say Good job!
• Differentiation Put students in groups of the
same ability and have less confident students
practice acting out the story as it is, while more
confident students make changes to the story.
For example, they can change the ending,
change what happens, or extend the story.
Objective review
• Revisit the lesson objective. Say Now I can read a
story about family.
• Involve Encourage awareness of what students
can do by asking them to read out loud a few lines
from the story.
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 Phonics lab
G AND K

Title
Phonics lab I will learn
and k soun g
the
Experiment lab I will learn
about
ds. shapes.
G AND K 1
GRAMMAR MATH: SHAPES

EXPERIMENT TIME
1 046
Listen and chant.
Watch a video about shapes.
How can I make a family
Get the goat, g, g, goat.
Catch the key, k, k, key.
1 Listen, read, and color
048
shape jigsaw?
the picture frames. 1 Draw a picture of
Get the goose, g, g, goose. your family.
Catch the kite, k, k, kite.
Go, go, Grandma!

2 047
Listen and circle the sound. 4 Trace and say
the hidden sound.
1 2 Draw and cut out shapes.

1 k / g 2 k / g

This is my mom.
3 k / g 4 k / g
Look! It’s a circle. It’s red.
3 Ask your partner to do your
3 Circle and say the odd 2
This is my sister.
It’s a square. It’s blue. jigsaw. Then talk about it.
one out.
This is my dad.
1
g k 2
g k It’s a triangle. It’s green.

k k g g 5 Make the letters k and

k k g g g with clay. 2 Find and count shapes
in your classroom.

50 fifty fifty-one 51

Lesson flow

Warm up Lesson Chant Presentation Practice Practice Practice Production Objective

objective review

Warm up
LESSON OBJECTIVE
• Show students pictures of words that begin with g
I will learn the g and k sounds. and k (goose, goat, game, key, king, kite) and ask
them to say the word out loud.
KEY LANGUAGE • Then show students the same pictures and ask
The sounds /g/ and /k/ them to say the initial sound of the words /g/
or /k/.
go key
goat kite • Have students work with a partner and take turns
to say or point at a word for their partner to reply
goose
with /g/ or /k/.
• Differentiation Fast finishers can try to think of
other words with the /g/ and /k/ sounds.

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 Lesson objective
• Introduce the lesson objective. Say Today I will
learn the g and k sounds.
• Involve Students will learn the sounds /g/ and /k/
through words that start with those sounds. The
chant they learn will help them remember and
recall the sounds through rhythm and context.
COMMUNICATION
Chant
1 046 Listen and chant.
• Play audio 046. Have students listen and read
along with the chant quietly.
• Assist Point at the word grandma and say it
out loud. Ask students if the g in grandma is
the same as the g in goat. If they can’t hear the
difference, say the words one after the other
emphasizing the different sounds.
• Play the audio again. Have students chant
along and encourage them to emphasize the
/g/ and /k/ sounds.
• Extra Divide the class into two groups and ask
one group to chant the /g/ letters and words,
and the other group to chant the /k/ letters and
words. Swap so that both groups practice the
different sounds.
Presentation
• Write the letters g and k on the board. Point at
each and ask students to say the sounds.
• Assist Play the Phonics Pronunciation video. Ask
students to sit and watch quietly. Play it again and
ask students to copy what they see and hear.
• Challenge Ask students which words in the chant
start with the /g/ or /k/ sound. Give weaker
students an opportunity to answer. Then ask
students if they know any other words that start
with the /g/ or /k/ sounds.
Practice
2 047 Listen and circle the sound.
(Answers: 1 g, 2 k, 3 k, 4 g)
• Play audio 047. Have students listen carefully and
circle the correct letter below each picture.
• Monitor Check answers with the class. Play the
audio again if needed.
M03 English Code TB1 AmE_23169.indd 97
CRITICAL THINKING COMMUNICATION
Practice
3 Circle and say the odd one out.
(Answers: 1 g, 2 k)
• Point at the first picture and ask students to say
the sound of the letters one by one. Ask them
if they are all the same and elicit No. Ask them
which sound of the letter is different and elicit
/g/. They repeat for the second picture, saying
the sounds of the letters out loud.
• Differentiation Fast finishers can work with their
partner and look at the chant. They can take
turns to point at a word or letter and say the
sounds and names of the objects.
COMMUNICATION
Practice
4 Trace and say the hidden sound.
(Answers: 1 k, 2 g)
• Show students the tracing lines and ask them
to guess what the pictures are. Then have them
draw over the lines to finish the pictures. Finally,
ask students What’s this? (It’s a kite/goat.).
• Differentiation Fast finishers can draw a picture
of a key or goose with the letter k or g in
tracing lines in their notebooks. They can swap
with their partners to trace and say the hidden
sound.
CREATIVITY
Production
5 Make the letters k and g with clay.
• Assist On the board, draw the letters g, G,
k, and K to remind students how to write the
lower and upper case letters.
• Give students some different colored clay and
have them make the letters k and g. They can
try to make the lower case and upper case
letters, and also letters in different sizes and
with different colors.
• Monitor Watch students and provide support if
needed. Take notes on any general issues with
writing k and g the right way around.
Objective review
• Revisit the lesson objective. Say Now I know the g
and k sounds.
• Involve Encourage awareness of what students
know by eliciting words starting with the /g/ and
/k/ sounds.
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 Experiment lab
MATH: SHAPES

Title
Phonics lab I will learn
and k soun g
the
Experiment lab I will learn
about
ds. shapes.
G AND K 1
GRAMMAR MATH: SHAPES

EXPERIMENT TIME
1 046
Listen and chant.
Watch a video about shapes.
How can I make a family
Get the goat, g, g, goat.
Catch the key, k, k, key.
1 048
Listen, read, and color shape jigsaw?
the picture frames. 1 Draw a picture of
Get the goose, g, g, goose. your family.
Catch the kite, k, k, kite.
Go, go, Grandma!

2 047
Listen and circle the sound. 4 Trace and say
the hidden sound.
1 2 Draw and cut out shapes.

1 k / g 2 k / g

This is my mom.
3 k / g 4 k / g
Look! It’s a circle. It’s red.
3 Ask your partner to do your
3 Circle and say the odd 2
This is my sister.
It’s a square. It’s blue. jigsaw. Then talk about it.
one out.
This is my dad.
1
g k 2
g k It’s a triangle. It’s green.

k k g g 5 Make the letters k and

k k g g g with clay. 2 Find and count shapes
in your classroom.

50 fifty fifty-one 51

Lesson flow

Warm up Lesson Video Pre-reading Reading Practice Experiment Objective

objective time review

• Have students sit in two lines. Show the first

LESSON OBJECTIVE
student in each line a color flashcard and a
I will learn about shapes. family flashcard. The student whispers to the next
student in the line what they saw, for example,
KEY LANGUAGE (green and mom). Students continue to whisper
to each other until the last student in the line. The
circle square last student has to tell the class what they think
jigsaw triangle the flashcards are!

Warm up Lesson objective

• Put the flashcards for colors and family members • Introduce the lesson objective. Say Today I will
on the board. Ask students to say the words as you learn about shapes.
point at each picture and elicit the 10 colors and
10 family members. • Involve Students will learn how to identify shapes
and make a jigsaw from those shapes.
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 Video
• Go to the Pearson English Portal and click on
“Resources,” then “Unit 3” for more teaching
resources about this topic, including a video
about shapes.
Pre-reading
• Show students some pictures of different shapes,
then point at the sides and ask them How
many sides are there? Elicit four (square), three
(triangle), one (circle), etc. Then show them
different objects that clearly show those different
shapes, for example, a ball (circle), a window
(square), a plant or leaf (triangle), and ask them
How many sides are there? This will help students
understand how to identify different shapes.
Reading
1 048 Listen, read, and color the picture
frames.
(Answers: circle frame colored red, square frame
colored blue, triangle frame colored green)
• Play audio 048 and have students listen and
follow in their Student’s Books.
• Point at the first picture frame and ask students
Who’s this? (This is my mom.) What shape is it?
(It’s a circle.) What color is it? (It’s red.). Then
repeat for the square and triangle frames.
• Play the audio again and have students color in
the frames.
• Challenge Ask students to look for other shapes
in the picture. Point at the face of the mom robot
and ask What shape is it? (It’s a square.), then
point at one of the ears of the mom robot and ask
What shape is it? (It’s a triangle.). Have students
count the shapes in the pictures and write how
many circles, squares, and triangles they can find.
CRITICAL THINKING
Practice
2 Find and count shapes in your classroom.
• Students can work on their own or with a
partner. They look around the classroom and
count how many circles, squares, and triangles
they can see. Remind students that the shape
could only be part of the object, for example,
a square pocket on a bag, a circular window on
a door, etc.
• Monitor Check answers with the class and
discuss any similarities and differences.
• Differentiation Fast finishers can try drawing
a picture using only circles, squares, and
triangles. Then they can color it in using the
same color for each shape.
M03 English Code TB1 AmE_23169.indd 99
• Digital literacy Discuss with students how to
search on the internet to find examples of
objects that have a specific shape. Show them
how to use a search engine for images using
AND, OR, for example, type in objects AND
circles OR triangles to see objects that are
circular or triangular in shape.
Experiment time
How can I make a family shape jigsaw?
• Materials for the experiment: coloring pencils,
card, scissors.
• Assist Before you start, read the instructions with
students. You can check their understanding by
asking What do you need? (coloring pencils, card,
scissors) How can you do the experiment? (draw a
picture and cut out shapes).
• Go through an example with students to show
them what to do. Draw a picture on card using
stick people and then draw different shapes
including a circle, square, and triangle. You could
use a ruler to draw squares and triangles, and a
cup or lid to draw circles. Cut out the shapes and
show students the individual pieces. Ask a student
to make the jigsaw and fix it to the board.
• Let students draw and color their picture. Remind
them to draw the shapes they want to cut out on
the picture before they start cutting. Give them
scissors to cut out the shapes and remind them to
hold their scissors safely.
• Have students give their partner the jigsaw and
allow them time to put the jigsaw together. Then
have students describe their picture to each other
using It’s a (square). This is my (dad). Remind
them to use full sentences.
• Extra Have students work in groups and give each
group the jigsaws from another group all mixed
together. Each group has to find the pieces for
each jigsaw and put them together in the right
place. You could time them to make the activity
more challenging.
Objective review
• Revisit the lesson objective. Say Now I know about
shapes.
• Involve Encourage awareness of what students
know by showing them pictures of shapes and
asking What shape is it? (circle, square, triangle).
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 Language lab 2
GRAMMAR 2: WHO …?

Language lab 2 I will ask ab

out
using Who family,
Making new friends I will intro
duce
’s this? my friends
GRAMMAR 2: WHO …? COMMUNICATION .

1 049
Listen and number. 1 Watch. Check
050

Who’s this? the person who says Hello.

This is her sister.

Who is 2 Listen and

051

= Who’s
follow the path CODE CRACKER
to the classroom.
Amin

2 Write the family words in the picture.

Nuan
Emma

CODE
aunt baby brother cousin

CRACKER
dad grandma grandpa
mom sister uncle

Who’s this? This is baby.

David James
and Zoe

Ben Samira

Dawei

Make new friends. This is my friend Hello, Sebastian.

Values Sebastian. Nice to meet you.

3 Look at your picture and your 3 Introduce your

partner’s picture. Circle the labels partner to friends
that are the same. Ask and answer. in your class.
52 fifty-two fifty-three 53

Lesson flow

Warm up Lesson Presentation Practice Code Cracker Production Objective

objective Practice review

• Show students the book of pictures they drew of

LESSON OBJECTIVE
their families. Hold up one picture at a time, say
I will ask about family using Who’s this? the name of the student who drew it, then ask
Who’s this? (This is (his/her dad).). Now and again,
KEY LANGUAGE gesture to the student who drew the picture and
ask Who’s this? (This is (my/your grandma).).
Who’s this?
This is her sister. Lesson objective
• Introduce the lesson objective. Say Today I will
Warm up ask about family using Who’s this?
• Start drawing a family member on the board.
Draw them slowly and have students try to guess • Involve Students will learn how to ask about
as quickly as possible which family members they family using Who’s this? This is my (mom). They
are. More confident students could draw the will practice using the new language in different
family members for other students to guess, too! contexts.
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 Presentation
• Show students the grammar box and read the
examples. Ask students to repeat.
• Assist Show students a book and ask What’s this?
(It’s a book.). Then show students a picture of
your family and ask Who’s this? (It’s your mom.).
Ask students why we say what or who. Elicit that
we use what when it’s an object and who when
it’s a person.
• Extra Have students turn to pages 44–45 and
point at the baby and ask Who’s this? (This is
her/his baby.). Then ask a student to ask you a
question and have them point at a family member
and ask Who’s this? (This is his/her aunt.). Ask
students to ask and answer with their partners
and encourage them to use full sentences.
• Show students the tips box and read the example.
Ask students to repeat.
Practice
1 049 Listen and number.
(Answers: 3, 1, 2)
• Tell students to listen and number the family
members in the order they hear them. Play
audio 049.
• Monitor Check answers with the class. Play the
audio again if needed.
COMMUNICATION
Production
3 Look at your picture and your partner’s
picture. Circle the labels that are the same.
Ask and answer.
• Ask two students to read the examples in the
speech bubbles. Explain that students will need
to choose who they are talking about and point
at who the family member is.
• Have students work with a partner and
compare their answers. They should circle the
labels that are the same. Then have students
ask and answer about the people in their
pictures using Who’s this? This is (her baby).
• Monitor Listen to students and provide support
if needed. Take notes on any general issues
with pronunciation and intonation.
• Challenge Have students work in pairs and
show each other a picture of a friend or say the
name of a friend in class. Then have students
draw pictures of each other’s friend and write
the sentence underneath This is (his/her) friend,
(Katie).
Objective review
• Revisit the lesson objective. Say Now I can ask
about family using Who’s this?

Practice CODE CRACKER • Involve Encourage awareness of what students

can do by showing them different families and
2 Write the family words in the picture. asking Who’s this? (This is your cousin.).
• Coding syllabus: Students will create a simple
series of steps to achieve a task or outcome.
• Students will use their knowledge of the basic
family structure to decide who’s who in the
picture, using the words in the box and the way
people look. They will find the answers through
logical reasoning.
• Ask students to read the words in the big box
and think about who the people in the picture
are. Then have students label the members of
the family by writing the words in the picture.
Tell them that they won’t be able to use all of
the words.
• Assist Remind students that different families
have different numbers of sisters, brothers,
parents, and grandparents. Stress that every
family is different.
• Have students complete the activity on their
own and then compare answers with their
partner. Explain that they probably will not
have the same answers!
• Differentiation Fast finishers can write
questions and answers in their notebooks. This
will also help prepare them for the next part of
the activity.
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 Making new friends
COMMUNICATION

Language lab 2 I will ask ab

out
using Who family,
Making new friends I will intro
duce
’s this? my friends
GRAMMAR 2: WHO …? COMMUNICATION .

1 049
Listen and number. 1 Watch. Check
050

Who’s this? the person who says Hello.

This is her sister.

Who is 2 051
Listen and
= Who’s
follow the path CODE CRACKER
to the classroom.
Amin

2 Write the family words in the picture.

Nuan
Emma

CODE
aunt baby brother cousin

CRACKER
dad grandma grandpa
mom sister uncle

Who’s this? This is baby.

David James
and Zoe

Ben Samira

Dawei

Make new friends. This is my friend Hello, Sebastian.

Values Sebastian. Nice to meet you.

3 Look at your picture and your 3 Introduce your

partner’s picture. Circle the labels partner to friends
that are the same. Ask and answer. in your class.
52 fifty-two fifty-three 53

Lesson flow

Warm up Lesson Video Code Cracker Values Objective

objective Practice Production review

• Next, ask students How are you? Show them a big

LESSON OBJECTIVE
smile and say I’m great! Ask an individual student
I will introduce my friends. How are you? and encourage them to reply I’m
(great)!/I’m OK. Repeat with several students.
KEY LANGUAGE • Monitor Ask students to ask and answer with their
partner. Listen to students and provide support
This is my friend Sebastian.
if needed. Take notes on any general issues with
Hello, Sebastian. Nice to meet you. pronunciation and intonation.

Warm up Lesson objective

• Greet students by saying Hello, I’m (name). Ask • Introduce the lesson objective. Say Today I will
an individual student What’s your name? and introduce my friends.
encourage them to reply My name’s (Lucy). Repeat
with several students.

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 • Involve Students will learn how to introduce their
friends using This is my friend (Sebastian). and
respond using Hello, (Sebastian). Nice to meet you.
They will gain confidence using the new language
through real-life conversations.
Video
1 050 Watch. Check the person who
says Hello.
(Answer: Alexander)
• Play the video Unit 3: This is my family or audio
050. Ask students to sit and watch or listen quietly.
• Play the video again and pause after the word
hello. Have students check the box next to
Alexander. Then play the video to the end.
• Assist Ask students in L1 what they think nice
to meet you means. Then ask them when they
could use nice to meet you, for example, when
meeting someone for the first time, when a friend
introduces a new friend to them.
• Challenge Ask students to work with their partner
and think of a scene where they could use the
words nice to meet you. Have them role-play the
scene in front of the class.
Practice CODE CRACKER
2 051 Listen and follow the path to the
classroom.
(Answers: Students draw a path from David
and Zoe to Emma, then James, then Samira,
then to the classroom.)
• Coding syllabus: Students will be able to
understand and perform simple if or else
conditional actions and reactions.
• Students will listen to children introducing
each other, and use the information provided
to create a path joining the correct pictures
together in order.
• Point out the white paths between the pictures
and explain to students that they need to draw
a line between the pictures. Play audio 051
and have students listen and draw the path.
• Monitor Ask students questions to check
their understanding. Point at the first picture
and ask Who’s this? (This is her friend, David.
This is his friend, Zoe.). Then ask students to
make the same question and answer for the
next correct picture and elicit Who’s this?
This is his/her friend Emma. Repeat this for
James and Samira, then point at the picture
of the classroom and ask What’s this? (It’s a
classroom.). Encourage students to use full
sentences.
M03 English Code TB1 AmE_23169.indd 103
• Extra Have students work with a partner and
ask and answer about the pictures using Who’s
this? This is my friend (Ben).
• Digital literacy Discuss with students how
to search on the internet to find out how to
pronounce different names, for example, type
in How do you pronounce names? Then give
them a list of reliable websites to use. Have
them choose five different names and practice
pronouncing them correctly, then teach their
partner to pronounce them correctly, too!
Values
Production
3 Introduce your partner to friends in your class.
• Students will learn the value of how to make
new friends.
• Ask two students to read the examples in the
speech bubbles. Have students work in groups
of three and take turns to role-play the scene.
• Monitor Listen to students and provide support
if needed. Take notes on any general issues
with pronunciation and intonation.
• Differentiation If space allows, have students
go around the classroom introducing their
friends to each other. Remind them to take
turns and to let each other talk. You could also
have students introduce toys to each other,
giving names and voices to the toys for fun!
• Remind students of the value Make new friends.
Objective review
• Revisit the lesson objective. Say Now I can
introduce my friends.
• Involve Encourage awareness of what students
can do by asking them to introduce their friends to
you using This is my friend (Sebastian). and have
them respond when you introduce a friend using
Hello, (Sebastian). Nice to meet you.
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 Project and Review
CREATE A FAMILY PLAY HOUSE DECORATION

PROJECT AND REVIEW Step 3 Step 4

Create a family play house decoration
Create Show and tell
Step 2
Step 1
How can I make Ask and answer.
my decoration?
Plan
Research Draw and color pictures Who’s this?
What are my favorite of your family. This my mom. Who’s this?
shapes and colors?
Who is my family? Label your pictures.
Choose who you want to Make your decoration.
Find out who is in your
put in your decoration.
family. Write a list.
Decide which shapes and
Find any new family words
colors you want to use.
you need.
Draw and label your
Is your family big or small?
decoration plan.
Compare in groups. My grandma My grandma My grandpa
Rosa Ana Carlos

Decoration Plan This is my

brother, Diego.

My Family mom brother grandma

square round triangle My mom My dad My aunt My uncle
.
Now I can ..
my grandma Rosa Tania Ricardo
my grandpa Carlos
my grandma Ana … use family
my mom words.
my dad … introduce my
my uncle Ricardo My brother Me Baby Andrea family, using
my aunt Tania Diego This is.

baby Andrea … ask about

my brother Diego family, using
Who’s this?
Make and decorate
… introduce my
a play house. friends.

54 fifty-four fifty-five 55

Lesson flow

Warm up Lesson Step 1 Step 2 Step 3 Step 4 At home Now I can Objective
objective review

• Show students objects that have a clear shape and

LESSON OBJECTIVE
color, for example, a ball, and ask What shape is
I will make a family play house decoration. it? (It’s a circle.) What color is it? (It’s blue.). Then
have students work with a partner and ask and
Warm up answer about other objects in the classroom.
• Ask students to look at their picture dictionary and • Monitor Watch students and provide support if
review the new words from the unit. Have them needed. Take notes on any general issues with
work with a partner and make sentences using pronunciation and intonation.
This is my/your/his/her (mom).
• Tell students to look at the book of pictures they Lesson objective
drew of their families or someone in their family, • Introduce the lesson objective. Say Today I will
or their jigsaws. Then have them ask and answer make a family play house decoration.
with their partner using Who’s this? This is my
(sister).

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 • Involve Students will learn how to make a family
play house decoration. They will use the language
learned from the unit to understand how to
complete their project and ask and answer about
their completed decoration with their partner.
Step 1
Research
• Ask students to think about who is in their families
and have them make a list in their notebooks.
• Assist Take time to check students’ work and add
any words they can’t spell or don’t know in English
to the board.
• Have students work in groups of four and ask
them to compare their lists. Explain that they can
discuss the size (big, small) and the number of
people in their families. Stress that all families
are different.
Step 2
Plan
• Ask students to think about their favorite colors
and the shapes they know. Then have them make
a list of at least three colors and all of the shapes.
They could draw or write the words for the shapes
and write the color words with a coloring pencil of
the same color.
• Then ask students to look at their list from Step 1
and choose the family members they want to put
in their decoration.
• Have students draw and label a plan of their
decoration. Encourage students to include at least
three family members, two different shapes, and
two different colors.
• Assist Discuss with students in L1 different ways
to categorize their family decoration, for example,
they could categorize by age, gender, who they
live with, etc. Then have them categorize using
different colors, shapes, and/or where they are in
the decoration, for example, at the top or bottom.
Step 3
Create
• Materials for the project: coloring pencils, different
colored card, scissors, glue, string, a stick or rolled-
up card.
• Ensure each student has the space, tools, and
materials needed to make their family decoration.
Remind them to use their plan from Step 2 to help
them.
• Students can draw pictures or bring in photos
of their family members. Then they can label
them and stick them on card to make their family
decoration.
M03 English Code TB1 AmE_23169.indd 105
COLLABORATION
Step 4
Show and tell
• Have students show their family decoration
to their partner and take turns in asking and
answering about their families using Who’s
this? This is my (brother Diego).
• Students could also ask and answer about the
shapes and colors in their family decorations
using What shape is it? It’s a (square). What
color is it? It’s (red).
• Extra Have a class presentation so that each
student can describe their family decoration
to the rest of the class. At the end, they can
have a class vote on the most interesting, most
beautiful, and most unusual decoration.
At home
Make and decorate a play house.
• Have students think about how they can make
a play house and then decorate it. They can use
their family decoration and anything else they
made at school.
• Challenge Have students take a photo or draw
a picture of their decorated play house and ask
them to present it to the rest of the class.
Now I can …
• Show students the Now I can … box and read the
examples. Ask students to repeat and then check
understanding in L1.
• Involve Ask students to think about how they feel
about these statements. See Unit 1, page 49 for
ideas.
• Monitor Have students choose the statement they
are the most confident about. Then have students
tell the rest of the class. Make notes of the
statements that the fewest students choose and
make sure you review the content in the future.
Objective review
• Revisit the lesson objective. Say Now I can make a
family play house decoration.
• Involve Encourage awareness of what students
can do by asking questions about their family play
house decoration using Who’s this? to elicit This is
my (mom). This is my (brother).
Assessment pack
• For grammar and vocabulary assessment, now go to
your Practice and Unit Tests in the Assessment Pack.
Pearson English Portal games
Go to the Pearson English Portal and click on
“Resources,” then Games for a class game.
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 Workbook answer key and notes
UNIT 3: FAMILIES
1 018 Listen to the song. Choose and write
words to make a new chorus.
(Answers: mom/dad, mom/dad, small/happy)
• In this coding activity, students learn to choose
variables to make a new verse for the song.
2 Look and write.
(Answers: 1 mom, 2 baby, 3 dad)
3 Look at 2 and complete.
(Answers: Family 1: 4, Family 2: 2, 1 1, big,
2 Family 2 is small.)
• In this math activity, students learn to count the
number of people and compare quantities.
Welcome to my family
1 Complete the family words.
(Answers: 1 grandma, 2 dad, 3 brother,
4 grandpa, 5 mom, 6 baby, 7 sister, 8 uncle,
9 aunt, 10 cousin)
2 Look and write.
(Answers: 1 grandma, 2 grandpa, 3 dad, 4 mom,
5 sister, 6 brother, 7 aunt, 8 uncle, 9 baby,
10 cousin)
3 019 Look, listen, and match. Then count
and say.
(Answers: 1 triplets, 2 only child, 3 twins)
• New vocabulary is presented and practiced in this
activity to stretch students who are able to take on
more (only child, triplets, twins).
Language lab 1
1 Follow and complete.
(Answers: 1 This, my, 2 is, his, 3 my, her)
2 Draw you and your partner with toys. Then
complete.
• Students draw themselves and their partner with
toys, then complete the sentences using my and
your. You could put the pictures on the board and
have students talk about each other’s pictures.
3 Make family bookmarks. Tell your partner.
• Students make a bookmark of someone in their
family and describe it to their partner using my.
They can give the bookmark as a gift to the person
they drew.
106
M03 English Code TB1 AmE_23169.indd 106
Story lab
1 Make your story book. page 101
(Answers: Frame 1: This is, Frame 2: her brother,
Frame 3: my, cousin, Frame 4: Thank you, Frame 5:
her, Your, Frame 6: mom, dad, Frame 7: (left):
backyard, Frame 7 (right): small, big)
• In this coding activity, students learn to arrange
the pages in the same order as the story.
• Students cut out the pages from their Workbooks
along the cut lines to create three strips of paper.
Then they fold each strip along the fold lines.
Ask students Do you remember the story? and
have them put the pages in the correct order and
number them. Then ask them to complete the
speech bubbles.
• For students who don’t remember the story, play
audio 045 or encourage them to look back at their
Student’s Books, pages 48–49.
• Have students draw a picture on the front cover
to show what the story is about. Then have them
read and review the story, choosing their favorite
character and page. They can color in the stars to
show how much they liked the story.
• Students can use their storybooks to retell the
story to their families and friends.
2 Look and circle Alexander’s family. Then write
about them.
(Answers: 1 his sister, 2 is his, 3 his dad)
3 Draw a party at your house. Then say.
• Students draw a party they have had at their
house and then describe it to their partner using
This is my (grandpa). You can ask them to write
about it, too!
Phonics lab
1 020 Look, listen, and write g or k.
(Answers: 1 k, 2 k, 3 g, 4 g)
2 Complete with the words in 1. Then say.
(Answers: 1 king, 2 kite, 3 girl, 4 game)
3 021 Listen and write the missing letters.
Then say.
(Answers: 1 The girl has a kite., 2 The king plays a
game., 3 The girl likes the king.)
4 Look, draw, and write.
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 Experiment lab
1 How many sides? Count.
(Answers: ​1 4, ​2 1, ​3 3)
• In this math activity, students learn to identify
shapes and the number of sides they have.
2 Color the picture. Then count the shapes and say.
(Answers: Students color the triangles red, the
circles yellow, and the squares blue., squares: 10,
circles: 8, triangles: 9)
Experiment time
1 Complete the chart.
• In this coding activity, students learn how to
complete the chart with the results from the
experiment in the Student’s Book.
• Discuss with students the importance of recording
results during experiments in L1. Then have
students complete the chart with the members of
their family they drew and the shapes they cut,
including the number of those shapes.
2 Write your report.
• Students use the information in the chart in
Activity 1 to write their report.
• Have students read the example report. Ask
questions to check understanding: Who’s in the
picture? (mom, dad, and me) What shapes are
there? (triangles) How many triangles are there?
(There are four triangles.).
Language lab 2
1 Ask and answer. Then color and check.
(Answers: 1 Who’s this? This is his grandpa.,
2 Who’s this? This is her baby.)
2 Look and complete.
(Answers: ​1 This is, ​2 Who’s, his sister, ​3 this, is his
dad)
3 Play Reveal.
• Students show their partners a photo of a member
of their family and slowly reveal part of the photo.
Their partner tries to guess as quickly as possible
who the family members are.
M03 English Code TB1 AmE_23169.indd 107
Making new friends
1 022 Listen and number.
(Answers: 2, 1, 3)
2 Read and circle the differences. Then act out.
(Answers: Students circle ​1 Hello, Samantha, Hi,
Oliver, ​2 Pleased, Oliver, Nice, Samantha.)
• In this coding activity, students learn to identify
variables and then act out a scene choosing their
own variables.
3 Draw finger friends. Role-play making new
friends.
• Students draw faces on their fingertips and use
their finger friends to greet their partner’s finger
friends.
PROJECT AND REVIEW
1 Complete for your decoration. Write your family
members and color.
• Students think about the project they completed
in their Student’s Books and draw and label the
members of their family, and then color in the
frames.
2 Complete your project report.
• Students use the information in Activity 1 to
complete their report.
• Have students read the example report. Ask
questions to check understanding: Who’s this in
the blue triangle? (This is her grandma Rosa.)
Who’s this is the red square? (This is her aunt
Tania.) Who’s this in the yellow circle? (This is her
brother Diego.).
• Students can take a photo of their family play
house decoration and add it to their report.
3 Present your report to your family and friends.
• Students describe what they did and how they did
it to their family and friends.
4 Look and circle Ana’s family.
(Answers: ​1 mom, ​2 baby, ​3 dad, ​4 brother)
5 Look at 4. Ask and answer.
• Students ask and answer using the new grammar
structures from the unit.
6 Read and complete.
(Answers: Students’ own names, meet, Pleased,
Who’s, This, Students’ own answers)
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